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years practitioners it’s easy to
assume ‘writing’ and mathematical
notations belong on paper, but young
children show us so many locations
where they want to communicate
through marks and symbols. Shereen
drew and wrote following graphics on
the front of some drawers.
drew a house with a long path, some
people and letters (figure 1) and
four girls and some letters (figure
2). In figure 3 Shereen wrote the
numerals 1 – 9 and drew several
Children’s free and spontaneous
graphics enable them to explore the
various visual systems that interest
them, including written and
mathematical symbols and signs.
Explorations with gestures,
words, artefacts, marks, signs
GRAPHICACY: writing and
children’s mathematical graphics
Gallery 7: The emergence of graphic symbols and
texts in pretend play
8: Children's graphic symbols and texts in
Worthington, M. and Van Oers, B. (2016)
Pretend Play and the cultural foundations of
mathematics. European Early Childhood Education Research
Journal 24 (1). 51-66.
Worthington, M. and Van Oers, B. (2015)
Children’s social literacies: Meaning making and the
emergence of graphical signs and texts in pretence.
Journal of Early Childhood Literacy 16(1), 1-29.
Carruthers, E. (2015).
Listening to children's mathematics in school.
In B. Perry., A. Gervasoni and A. MacDonald. Eds.
Mathematics and Transition to School - International
Perspectives. Sydney, Australia: Springer.
Courses and Conferences
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